Managing Challenging Behaviors Why kids act the way they do

1. Managing Challenging BehaviorsWhy kids act the way they do Parents Place Presented by Mark Purcell, Psy.D.

2. WORKSHOPOUTLINE Why kids act the way they do Causes for problem behaviors in children Collaborative Problem Solving Principles of Positive Discipline Anger Management Interventions • Aggression Replacement Training (ART) • Anger Management Group • DBT Skills for Positive Behavior Change • Validation • Behavior Chain Analysis

3. Why Kids Act the Way they Do

4. Different Reasons Why Kids May Do What they Do • Behavioral – may be reinforced in some way • Example: Tantrums to achieve desired outcome • Intermitentreinforcement • Emotional – may have trouble managing feelings • Difficulty regulating emotions • Cognitive – may have trouble problem solving • Difficulty perceiving choices or ways to resolve conflict

5. A-B-C’s of Behavior • A-B-C’s of Anger • A= Antecedent (What triggered the problem?) • B= Behavior (What did child do?) • C=Consequence (To self and others)

6. Collaborative Problem Solving • A more compassionate understanding and approach to behaviorally challenged kids… • The challenging behavior by children is due to lack of appropriate skills rather than intentional • Understand the emotion/reason behind the behavior.

7. Collaborative Problem Solving • Why are challenging kids challenging? • Kids do well if they can • Doing well is always preferable to not doing well. • If kids have the skills they would choose to do well.

8. Collaborative Problem Solving • When are Challenging Kids Challenging? • When demands/expectations exceed skills • Determine situations that are most challenging to child • Assessment of: • Lagging Skills • Unsolved Problems

9. Collaborative Problem Solving • What behaviors challenging kids exhibit when they don’t have the skills to respond adaptively to demands? • They let us know through numerous behaviors that they are struggling • It is more important to understand the Why and When a child engages in challenging behavior than the What s/he does.

10. Collaborative Problem Solving • What can be done differently… • Collaboratively solving the problem helps kids learn new coping strategies • When adults impose will/consequences, child’s frustration increases and leads to more negative behaviors.

11. Collaborative Problem Solving • Three Steps: • Empathy Step – validate and understand what the child is feeling and why • Define the Problem – entering into solve the problem with the child • Invitation – Adult and child brainstorm solutions so as to arrive at a plan that is realistic and mutually satisfying.

12. Sequence of Conflict Cycle • Stressful event ACTIVATES youth’s irrational beliefs (“Everyone hates me”) • Beliefs TRIGGER intense feelings • Feelings DRIVE inappropriate behaviors • Inappropriate behaviors INCITE others • Others MIRROR negative behaviors • Negative REACTION escalates conflict into self-defeating power struggle • Reinforcement of SELF-FULFILLING PROPHECY

13. Search for, recognize and reflect to the client the validity inherent in his/her response to events. Validate Feeling Then Address Behavior Do Not Validate the Invalid 9:1 Ratio 9 Validations 1 Confrontation Validation

14. Chain Analysis Example

15. Positive Discipline IDENTIFYING PROBLEM BEHAVIOR • Identify underlying need behind behavior • Identify problematic behaviors (not youth) • Clarify desired behavior • Reinforce positive behaviors • Discover youth strengths • Provide opportunities for belonging • Seek mutual responsibility among youth • Encourage use of “I” Statements

16. Positive Discipline RESPONDING TO PROBLEM BEHAVIOR • Set clear consistent consequences • Validate youth feelings first • Identify problematic behaviors • Offer cooling off place not punishment • Make first request for adaptive behavior • Reinforce (+) or Make second request • Remind youth of consequences • Reinforce (+) or Implement Consequences

17. Positive Discipline EFFECTIVE INTERACTIONS • Ignore (-) behaviors / Attend (+) behaviors • Even, calm, yet firm tone of voice • Remain matter-of-fact • Model 3 R’s: • Recognize mistake • Reconcile • Resolve

18. Know Yourself • Learning to say “No” • Be aware of “buttons that get pushed” during confrontation • Be Consistent • Be Non-Emotional • Be Empathic

19. Aggression Replacement Training (ART) Anger Control Group Outline • A,B,C’s of Aggressive Behavior • Triggers • Cues & Anger Reducers • Reminders • Self-Evaluation • Thinking Ahead • Angry Behavior Cycle • Rehearsal of Full Sequence

20. A-B-C’s of Aggressive Behavior • Explain nature of emotions • Physical response to stimuli • A-B-C’s of Anger • A= Antecedent (What triggered the problem?) • B= Behavior (What did you do?) • C=Consequence (To self and others)

21. Triggers • Introduce Hassle Log • Provides accurate picture of conflicts that occur during the week • Helps group members learn what makes them angry • Provides material for role-plays • Explain Triggers • External Triggers • Internal Triggers • Role Play Triggers

22. Cues & Anger Reducers • Define anger and personal cues • Self-Define what anger personally feels like • Identify Physiological Cues of Anger • Anger Reducers • Deep Breathing and Relaxation • Counting backwards • Positive Visualizations • Role Play • Triggers + Cues + Anger Reducers

23. Reminders • Self-Instructional Statements • Used during potentially challenging or provoking situations • Examples • “Take it Easy,” “Relax,” “Chill Out” • Model Use of Reminders • Role Play • Triggers+Cues+AngerReducers+Reminders

24. Self-Evaluation • Group Members Self-Evaluate: • How well they handled a conflict • Reward themselves for handling it well • Find out how they could have handled it better • Develop list of self-rewarding & self-coaching statements • Role Play: • Triggers + Cues + Anger Reducers + Reminders + Self Evaluation

25. Thinking Ahead • Review A-B-C Model • Help members think ahead about what the C (consequence) will likely be of behavior • Identify Short & Long Term consequences of being aggressive • Internal & External consequences of being aggressive • Role Play: • Triggers + Cues + Anger Reducers + Reminders + Self Evaluation

26. Review & Practice Anger Control Strategies

27. Dialectical Behavior Therapy • Mindfulness • Distress Tolerance • Interpersonal Effectiveness • Validation • Behavior Chain Analysis

28. States of Mind W I S E M I N D

29. States of Mind

30. Pro’s & Cons of Target Behavior Distress Tolerance Skills ACCEPTS for Distraction Activity Contribute Comparison (Opposite) Emotion Thoughts Senses (Self-Sooth) Teach Radical Acceptance

31. Search for, recognize and reflect to the client the validity inherent in his/her response to events. Validate Feeling Then Address Behavior Do Not Validate the Invalid 9:1 Ratio 9 Validations 1 Confrontation Validation

32. Chain Analysis Example

33. Control May provide immediate solution Necessary for Safety Decreases Self Esteem Punishment Based Provides Attention to Negative Behaviors Change Harder to implement Long term benefits Teaches Social Skills Teaches Mutuality Increases Self Esteem Attention to Positive Behaviors Creating Environment of Mutual Respect

34. Creating an Atmosphere of Mutual Respect • Encourage Mutuality • Involve Youth in Group Expectations • Increase Group Cohesion • Maintain Safety – Physical/Emotional • Expectation of Respect • Willingness to Negotiate • Group Reinforcement: Goals & Rewards • Agreed Upon Consequences